► The purpose of this study was to evaluate the attitudes of early childhood educators toward teachingscience, while also examining the relationship between teacher attitudes…
(more)

▼ The purpose of this study was to evaluate the attitudes of early childhood educators toward teachingscience, while also examining the relationship between teacher attitudes toward teachingscience and how much science is taught in early childhood classrooms. It also explored early childhood teacher preparation to teach science and the impact of state mandated standardized testing on the amount of science that is taught to young children. Quantitative and qualitative data were collected from three groups of early childhood educators by utilizing a Likert-type scaled survey and oral interviews. Spearman's Rho correlation coefficient was used to evaluate relationships when one of the variables was represented with ordinal data, while Pearson's r was used to analyze relationships when the variables contained scale data. Measures of central tendency were used to analyze quantitative data obtained through the survey, and trends were established for qualitative data gathered through written comments on the survey and through interviews. The researcher hypothesized that this study would reveal a direct relationship between teacher attitudes toward science and the amount of science that is taught at the early childhood level. Overall, the findings did not support the researcher's hypothesis. The early childhood educators involved in this study stressed the importance of science, and they generally agreed that they enjoy and are comfortable with teachingscience, regardless of their scientific background. The findings also suggest that standardized testing has little to no impact on the amount of science taught at the early childhood level. These results imply a positive trend among early childhood educators' attitudes toward teachingscience, although the amount of science taught at the early childhood level continues to remain limited. Recommendations include reevaluating the amount of time allotted for teachingscience to young children and professional development to improve early childhood teacher preparedness to teach science.
Advisors/Committee Members: Howell, Maxine.

Vellom, R. P. (1995). Emerging discourses in middle school : a study of individual understanding and group construction of the concepts of mass, volume, and density. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:29942

Chicago Manual of Style (16th Edition):

Vellom, R Paul. “Emerging discourses in middle school : a study of individual understanding and group construction of the concepts of mass, volume, and density.” 1995. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019.
http://etd.lib.msu.edu/islandora/object/etd:29942.

MLA Handbook (7th Edition):

Vellom, R Paul. “Emerging discourses in middle school : a study of individual understanding and group construction of the concepts of mass, volume, and density.” 1995. Web. 15 Sep 2019.

Vancouver:

Vellom RP. Emerging discourses in middle school : a study of individual understanding and group construction of the concepts of mass, volume, and density. [Internet] [Doctoral dissertation]. Michigan State University; 1995. [cited 2019 Sep 15].
Available from: http://etd.lib.msu.edu/islandora/object/etd:29942.

Council of Science Editors:

Vellom RP. Emerging discourses in middle school : a study of individual understanding and group construction of the concepts of mass, volume, and density. [Doctoral Dissertation]. Michigan State University; 1995. Available from: http://etd.lib.msu.edu/islandora/object/etd:29942

Michigan State University

3.
Osborne, Margery Diane.
Teaching with and without mirrors : examining scienceteaching in elementary school from the perspective of a teacher and a learner.

Osborne, M. D. (1993). Teaching with and without mirrors : examining science teaching in elementary school from the perspective of a teacher and a learner. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:25789

Chicago Manual of Style (16th Edition):

Osborne, Margery Diane. “Teaching with and without mirrors : examining science teaching in elementary school from the perspective of a teacher and a learner.” 1993. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019.
http://etd.lib.msu.edu/islandora/object/etd:25789.

MLA Handbook (7th Edition):

Osborne, Margery Diane. “Teaching with and without mirrors : examining science teaching in elementary school from the perspective of a teacher and a learner.” 1993. Web. 15 Sep 2019.

Vancouver:

Osborne MD. Teaching with and without mirrors : examining science teaching in elementary school from the perspective of a teacher and a learner. [Internet] [Doctoral dissertation]. Michigan State University; 1993. [cited 2019 Sep 15].
Available from: http://etd.lib.msu.edu/islandora/object/etd:25789.

Council of Science Editors:

Osborne MD. Teaching with and without mirrors : examining science teaching in elementary school from the perspective of a teacher and a learner. [Doctoral Dissertation]. Michigan State University; 1993. Available from: http://etd.lib.msu.edu/islandora/object/etd:25789

Michigan State University

4.
Cajas, Mario Fernando.
Teachingscience for understanding and applications : the role of technology.

Abu-Sneineh, R. A. (1988). An interpretive study of two experienced high school physics teachers' knowledge, conceptions, and classroom treatment of the subject-matter. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:46892

Abu-Sneineh RA. An interpretive study of two experienced high school physics teachers' knowledge, conceptions, and classroom treatment of the subject-matter. [Doctoral Dissertation]. Michigan State University; 1988. Available from: http://etd.lib.msu.edu/islandora/object/etd:46892

Michigan State University

9.
Liske, Robert Louis.
Implementation of a science course for poorly motivated low achieving science students : a case study of two teachers.

Howes EV. Feminist teacher research and students' visions of science : listening as research and pedagogy. [Doctoral Dissertation]. Michigan State University; 1997. Available from: http://etd.lib.msu.edu/islandora/object/etd:26370

Michigan State University

13.
Duggan-Haas, Don (Don Andrew).
Scientists are from Mars, educators are from Venus : relationships in the ecosystem of science teacher preparation.

Duggan-Haas D(A. Scientists are from Mars, educators are from Venus : relationships in the ecosystem of science teacher preparation. [Doctoral Dissertation]. Michigan State University; 2000. Available from: http://etd.lib.msu.edu/islandora/object/etd:30522

Michigan State University

14.
O'Non, James Ernest.
Effects of a specially designed physical science course on prospective elementary teachers' attitudes, knowledge and skills towards the learning and teaching of science.

Galosy, J. A. (2005). Between a rock and a hard place : learning to teach science-for-all in an urban district. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47398

Chicago Manual of Style (16th Edition):

Galosy, Jodie A. “Between a rock and a hard place : learning to teach science-for-all in an urban district.” 2005. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019.
http://etd.lib.msu.edu/islandora/object/etd:47398.

Galosy JA. Between a rock and a hard place : learning to teach science-for-all in an urban district. [Internet] [Doctoral dissertation]. Michigan State University; 2005. [cited 2019 Sep 15].
Available from: http://etd.lib.msu.edu/islandora/object/etd:47398.

Council of Science Editors:

Galosy JA. Between a rock and a hard place : learning to teach science-for-all in an urban district. [Doctoral Dissertation]. Michigan State University; 2005. Available from: http://etd.lib.msu.edu/islandora/object/etd:47398

Kurth, L. A. (2000). Knowledge, language and subjectivities in a discourse community : ideas we can learn from elementary children about science. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47279

Chicago Manual of Style (16th Edition):

Kurth, Lori Ann. “Knowledge, language and subjectivities in a discourse community : ideas we can learn from elementary children about science.” 2000. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019.
http://etd.lib.msu.edu/islandora/object/etd:47279.

MLA Handbook (7th Edition):

Kurth, Lori Ann. “Knowledge, language and subjectivities in a discourse community : ideas we can learn from elementary children about science.” 2000. Web. 15 Sep 2019.

Vancouver:

Kurth LA. Knowledge, language and subjectivities in a discourse community : ideas we can learn from elementary children about science. [Internet] [Doctoral dissertation]. Michigan State University; 2000. [cited 2019 Sep 15].
Available from: http://etd.lib.msu.edu/islandora/object/etd:47279.

Council of Science Editors:

Kurth LA. Knowledge, language and subjectivities in a discourse community : ideas we can learn from elementary children about science. [Doctoral Dissertation]. Michigan State University; 2000. Available from: http://etd.lib.msu.edu/islandora/object/etd:47279

Michigan State University

21.
Peasley, Kathleen L. (Kathleen Lynne).
Science as discourse : the role of discourse in constructing understanding in a third grade science class.

Peasley, K. L. (. L. (1996). Science as discourse : the role of discourse in constructing understanding in a third grade science class. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:25952

Chicago Manual of Style (16th Edition):

Peasley, Kathleen L (Kathleen Lynne). “Science as discourse : the role of discourse in constructing understanding in a third grade science class.” 1996. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019.
http://etd.lib.msu.edu/islandora/object/etd:25952.

Peasley KL(L. Science as discourse : the role of discourse in constructing understanding in a third grade science class. [Internet] [Doctoral dissertation]. Michigan State University; 1996. [cited 2019 Sep 15].
Available from: http://etd.lib.msu.edu/islandora/object/etd:25952.

Council of Science Editors:

Peasley KL(L. Science as discourse : the role of discourse in constructing understanding in a third grade science class. [Doctoral Dissertation]. Michigan State University; 1996. Available from: http://etd.lib.msu.edu/islandora/object/etd:25952

Michigan State University

22.
McElroy, Keith.
Two Worlds of Science : an examination of an enriched and a general science class.

McElroy, K. (1993). Two Worlds of Science : an examination of an enriched and a general science class. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:23402

Chicago Manual of Style (16th Edition):

McElroy, Keith. “Two Worlds of Science : an examination of an enriched and a general science class.” 1993. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019.
http://etd.lib.msu.edu/islandora/object/etd:23402.

MLA Handbook (7th Edition):

McElroy, Keith. “Two Worlds of Science : an examination of an enriched and a general science class.” 1993. Web. 15 Sep 2019.

Vancouver:

McElroy K. Two Worlds of Science : an examination of an enriched and a general science class. [Internet] [Doctoral dissertation]. Michigan State University; 1993. [cited 2019 Sep 15].
Available from: http://etd.lib.msu.edu/islandora/object/etd:23402.

Council of Science Editors:

McElroy K. Two Worlds of Science : an examination of an enriched and a general science class. [Doctoral Dissertation]. Michigan State University; 1993. Available from: http://etd.lib.msu.edu/islandora/object/etd:23402

Schiller, E. L. (2000). The role of a teacher study group in negotiating constructivist science teaching in an elementary school. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47273

Chicago Manual of Style (16th Edition):

Schiller, Ellen Louise. “The role of a teacher study group in negotiating constructivist science teaching in an elementary school.” 2000. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019.
http://etd.lib.msu.edu/islandora/object/etd:47273.

Schiller EL. The role of a teacher study group in negotiating constructivist science teaching in an elementary school. [Internet] [Doctoral dissertation]. Michigan State University; 2000. [cited 2019 Sep 15].
Available from: http://etd.lib.msu.edu/islandora/object/etd:47273.

Council of Science Editors:

Schiller EL. The role of a teacher study group in negotiating constructivist science teaching in an elementary school. [Doctoral Dissertation]. Michigan State University; 2000. Available from: http://etd.lib.msu.edu/islandora/object/etd:47273

Central Connecticut State University

26.
Hartzell, Mary Lynn.Artistic expression in 8th grade students : using aesthetics to see more clearly, think more deeply and be more creative.

► This study provides an investigation into artistic expression and the use of aesthetics in a middle school environment. Part I of the study was designed…
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▼ This study provides an investigation into artistic expression and the use of aesthetics in a middle school environment. Part I of the study was designed to determine how eighth-grade students perceive their own strengths in the arts and whether or not they perceive there are opportunities for sharing these strengths with the school community. Part II of this study focused on the effects of aesthetic activities on the development of visual perception, thinking skills, and creativity. Part I of the study involved eighth-grade students from the Class of 1999 and the Class of 2000 at a rural middle school in southeastern New England. Part II of the study involved four relatively heterogeneous groups of eighth-grade students enrolled in art rotations during the 1999-2000 school year. This study was undertaken in an effort to determine what areas of the arts students perceive as personal areas of strength and to encourage the creation of more opportunities for sharing those strengths. Additionally, it is hoped that the study will help the school community to become more aware of student artistic achievements and talents in order to give them the recognition and celebration afforded to academics and athletics The classroom interventions used in this study were designed to make aesthetics a more integral part of the art curriculum and to encourage the development of aesthetic skills in eighth-grade students. In part I of the study, all eighth-grade students were surveyed to determine their perceptions of their strengths in artistic expression and whether or not they perceived those strengths were recognized by and shared with the school community. The Class of 1999 was surveyed in May 1999. The Class of 2000 was surveyed at the beginning of the school year and again at the end of March 2000. Responses from the two groups were compared to examine differences between groups. Fall responses from the Class of 2000 were compared to their spring responses to examine changes over time within the same group. Part II of the study involved a series of interventions introduced cumulatively into the art curriculum during four art rotations. Data were gathered through observations, notes, recordings, review of student self-assessment rubrics and artwork, interviews and an exit survey. The exit survey responses of the first group were used as baseline data. Findings from the surveys of the two classes show slight differences between the groups. Findings from the two surveys responses of the Class of 2000 show the changes occurred within the same group over the time period of the study. Visual arts, choral and instrumental music, and creative writing are the most often named areas of strength. Despite the fact that neither is a part of the regular curriculum, dance and theatre are cited as areas of strength by a large percentage of these eighth-grade students. Findings from data gathered during the art class rotations suggest that interventions made a difference in how students perceived their own aesthetic development and appear to have…
Advisors/Committee Members: Ferrara, Margaret.

Hartzell, M. L. (2000). Artistic expression in 8th grade students : using aesthetics to see more clearly, think more deeply and be more creative. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2274

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hartzell, Mary Lynn. “Artistic expression in 8th grade students : using aesthetics to see more clearly, think more deeply and be more creative.” 2000. Thesis, Central Connecticut State University. Accessed September 15, 2019.
http://content.library.ccsu.edu/u?/ccsutheses,2274.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hartzell, Mary Lynn. “Artistic expression in 8th grade students : using aesthetics to see more clearly, think more deeply and be more creative.” 2000. Web. 15 Sep 2019.

Vancouver:

Hartzell ML. Artistic expression in 8th grade students : using aesthetics to see more clearly, think more deeply and be more creative. [Internet] [Thesis]. Central Connecticut State University; 2000. [cited 2019 Sep 15].
Available from: http://content.library.ccsu.edu/u?/ccsutheses,2274.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hartzell ML. Artistic expression in 8th grade students : using aesthetics to see more clearly, think more deeply and be more creative. [Thesis]. Central Connecticut State University; 2000. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2274

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

27.
Klein, Georgianna Tonne.
An exploration of the role of context in high school students' conceptions and representations of linear, quadratic, and exponential functions.

Klein, G. T. (1995). An exploration of the role of context in high school students' conceptions and representations of linear, quadratic, and exponential functions. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47144

Chicago Manual of Style (16th Edition):

Klein, Georgianna Tonne. “An exploration of the role of context in high school students' conceptions and representations of linear, quadratic, and exponential functions.” 1995. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019.
http://etd.lib.msu.edu/islandora/object/etd:47144.

MLA Handbook (7th Edition):

Klein, Georgianna Tonne. “An exploration of the role of context in high school students' conceptions and representations of linear, quadratic, and exponential functions.” 1995. Web. 15 Sep 2019.

Vancouver:

Klein GT. An exploration of the role of context in high school students' conceptions and representations of linear, quadratic, and exponential functions. [Internet] [Doctoral dissertation]. Michigan State University; 1995. [cited 2019 Sep 15].
Available from: http://etd.lib.msu.edu/islandora/object/etd:47144.

Council of Science Editors:

Klein GT. An exploration of the role of context in high school students' conceptions and representations of linear, quadratic, and exponential functions. [Doctoral Dissertation]. Michigan State University; 1995. Available from: http://etd.lib.msu.edu/islandora/object/etd:47144